Reference Information:

Home at Last
Author: Susan Middleton Elya
Illustrator: Felipe Davalos
Theme: Ana Patino moved to the United States with her family. Ana adjusts well but her Mama
misses Mexico and cant speak English. Mama finally decides to start making a change by
finding the true meaning of home.
Publication Date: 2002
Publisher: Lee and Low Books Inc. New York
APA citation: Elya, S. M., & Davalos, F. (2002). Home at Last. New York: Lee & Low Books.
Elya, C. (2016, December 30). About Susan Middleton Elya ~ Susanelya.com. Retrieved April
06, 2017, from http://www.susanelya.com/about.htm

Production History:
authors background: Susan Middleton Elya was raised in Urbandale, Iowa. She mostly wrote all of
her poems and songs in the stairwell to get away from the noises of the outside. She did her student
teaching in Caracas, Venezuela and most of the students were trilingual because the students were
from prestigious families around the world. She travelled to different schools and taught middle
school and high school Spanish/ESL. After she decided to settle down with her family she wrote
English books with a little Spanish to get students used to the language. Susan was not raised in a
bilingual home, she found her love of Spanish through her older sister.
Genre: Childrens Picture Book
grade level: 2
Whether it is original, adapted, or retold: Its considered original.

Summary Evaluation:
Should address the particular book (and illustrations if applicable) by helping other
educators who are considering using the books to get a sense of the plot, setting, time
period, organization, clarity, and effectiveness:

Selection Justification:
Explain why you chose each text, as regards:
How this text specifically address the selected the theme: We selected a theme of diversity and
culture. This book fits the theme because it addresses a family that just moved to the United States
from Mexico. She compares the surroundings, food and school to Mexico and how things were
there. Her mother has a harder time adjusting to the American culture, so this text shows that the
parents may have a harder time adjusting. This text is also bilingual, containing both English and
Spanish, showing diversity in the picture book word and who can read the book.
How each text is related to the selected indicator (SOL):
Social Studies SOL 2.12b: The student will understand that the people of Virginia: have diverse
ethnic origins, customs, and traditions, make contributions to their communities, and are united as
Americans by common principles. Home at Last focuses on a student of their age, that has travelled
to the United States with her family, who has a hard time adjusting to the American lifestyle.
Throughout the book, it shows the mother, who has the hardest time adjusting to the American
lifestyle, change to being accepting of it. She begins to go to classes, speak in English and
understand the culture more. In the book also, there is a different family structure, a lot of extended
family is over, and they are connected to the family in Mexico as well. All of these concepts relate
back to the idea that students in second grade should be able to realize that people have diverse
ethnic backgrounds and traditions.
What you see of value in each text that will help you as a future teacher to integrate literacy
learning across multiple lessons and activities in the classroom:
This book could be the start of a series of lessons in moving and culture differences between
students. Students could talk about where they come from or what their family traditions are. Another
lesson that could be done is a world map, starting at the beginning of the year, visiting where weve
been and where we will go in this novel, Mexico and southwestern United States. For an extension
lesson, students can research different areas around the world and different immigration policies and
how families deal with that. The students could collaborate into a newspaper about immigration,
resources for people that need to take citizenship classes and about other countries that immigrate
the most into the United States and send it into a newspaper or publish within the school district.

Reference Information:
Im New Here
Author: Anne Sibley OBrien
Illustrator: Anne Sibley OBrien
Theme:Three children from other countries (Somalia, Guatemala, Korea) share feelings about
adjusting to life in the United States and becoming accustomed to their class and classmates in
America.
Publication Date: 2015
Publisher: Charlesbridge Publishing, Inc.
APA citation: OBrien, A. S. (2015). Im New Here. MA: Charlesbridge Publishing, Inc.

Production History
authors background: When she was younger, Anne OBrien lived in Seoul, Taegu and Kojedo, so
she grew up surrounded by many different cultures. She moved back to the United States at the age
of nineteen to attend Mount Holyoke College. While studying at there, she decided she wanted to
pursue a career in writing and illustrating childrens books. OBrien has illustrated 32 picture books,
doubling as a writer for 14 of those books. She has received the 1997 National Education
Association Author-Illustrator Human & Civil Rights Award and the Katahdin Award for her work in
both illustrating and writing. In addition, this particular book received the honor of being awarded the
Bank Street Best Childrens Books of the Year 2016, nominated for the 2016-2017 Chickadee Award
and made it on the NCSS 2016 Notable Social Studies Trade Books list. OBrien currently lives in
Maine and participates in diversity education and leadership trainings in addition to being an author
and illustrator. (https://www.charlesbridge.com/products/im-new-here &
http://www.annesibleyobrien.com/index.php/asob/info/bio )
Genre: Children's picture book
grade level: 2
Whether it is original, adapted, or retold: Original

Summary Evaluation:
Should address the particular book (and illustrations if applicable) by helping other
educators who are considering using the books to get a sense of the plot, setting, time
period, organization, clarity, and effectiveness:

Selection Justification:
Explain why you chose each text, as regards:
How each of the ten texts specifically address the selected the theme: The theme we have
selected is a theme of diversity and culture. This book fits that theme very well, as it introduces new
students starting school in the US from three different cultures, each holding different customs and
traditions. Through illustration as well as text, the book presents different aspects of these cultures
including sports, writing, attire and language. The book encourages readers to be respectful of these
diverse cultures and treat them with respect.
How each text is related to the selected indicator (SOL):
Social Studies SOL 2.12b: The student will understand that the people of Virginia: have diverse
ethnic origins, customs, and traditions, make contributions to their communities, and are united as
Americans by common principles. This text applies to this standard because it introduces aspects of
Somali, Guatemalan and Korean cultures and how those customs are different from American
customs and traditions, yet they also deserve respect. The text also shows, through the three
students development in the classroom throughout the book, that people of diverse cultures are
important and make significant contributions in the classroom (as well as in everyday life). Finally,
this text acknowledges that people of diverse cultures are united as Americans with the last page in
the book that states Here is a new Home.
What you see of value in each text that will help you as a future teacher to integrate literacy
learning across multiple lessons and activities in the classroom:
This book connects nicely with a Social Studies SOL, allowing teachers to incorporate literacy into
Social Studies concepts. By using this text, students will not only be interacting with literacy, but also
with the topic of culture and diversity, satisfying a social studies SOL. Integrating literacy throughout
other subjects will allow students to gain more experience and knowledge with literature.

Reference Information: The Case for Loving: The fight for Interracial Marriage
Author: Selina Alko
Illustrator: Sean Qualls and Selina Alko
Theme: testament to the power of love
Publication Date: January 27th 2015
Publisher: Arthur A. Levine Books
APA citation: Alko, S., & Qualls, S. (2015). The case for Loving: the fight for interracial
marriage. New York: Arthur A. Levine Books, an imprint of Scholastic Inc.

Production History:
authors background:Selina Alko was born in Vancouver, British Columbia in Canada. Growing
up in a house with a Turkish father who spoke seven languages exposed Selina to many
different sounds from a young age. Her father also taught her how to paint and gave her a
starter course in self-expression. Her mothers involvement in the familys century old metal
recycling business yielded Alkos affinity for collage and mixing media (trash art) in her work
today. Although Selina has lived in New York since 1991, she believes that she still brings a
Canadian perspective to her writing and illustrating. Selinas optimism permeates her picture
books which are infused with bright colors, fun patterns and themes of multiculturalism.
The book The Case For Loving: The Fight for Interracial Marriage has won numerous awards
such as:
Childrens Book Councils 2016 Notable Social Studies Trade Books for Young People, NAIBA
Carla Cohen Free Speech Award 2015, NAPPA 2015 Award, Junior Library Guild Selection,
Communication Arts 2015 Award of Excellence, Original Art Show 2015, Bank Street College of
Education Best Childrens Books of the Year (2016 Edition), 2016 ILA-CBC Children's Choice
List

Genre: non-fiction
grade level: ages 4-8
Whether it is original, adapted, or retold: This is a story that has been retold to exemplify the
legal processes and prejudices of the 1950s.

Summary Evaluation:
Should address the particular book (and illustrations if applicable) by helping other
educators who are considering using the books to get a sense of the plot, setting, time
period, organization, clarity, and effectiveness:

Through the simple storytelling and child-like illustrations, young readers are introduced to the
Loving family, an interracial couple whose right to marry was denied in Virginia so they wedded
in DC. Shortly after their return home, they were arrested for being in an 'unlawful cohabitation"
and were told to leave Virginia if they wanted to remain married.
They moved to DC, but eventually took their case all the way to the US Supreme Court and
won. Virginia had to change its laws, and the Lovings' victory paved the way for future interracial
marriages.
Selection Justification:
Explain why you chose each text, as regards:
How each of the ten texts specifically address the selected the theme:
We have chosen a theme of diversity and culture. While students are expanding their education
it it's important to have meaningful literature, because it helps make a big difference in how they
begin to view the world. They learn to be more open and more accepting, and eventually help
pass that openness and acceptance on to future generations. Through this particular book,
students are learning how important and meaningful our nations history is. The short childrens
book depicts just how far we have come in terms of diversity, and how it's often ordinary people
with ordinary hopes, which change the landscape of our history forever.
How each text is related to the selected indicator (SOL):
Social Studies SOL 1.1 The student will demonstrate skills for historical thinking, geographical
analysis, economic decision making, and responsible citizenship by
e) comparing and contrasting people, places, or events in Virginia history;
f) recognizing direct cause-and-effect relationships;
g) making connections between past and present;

Social Studies SOL 2.12b: The student will understand that the people of Virginia: have diverse
ethnic origins, customs, and traditions, make contributions to their communities, and are united
as Americans by common principles.
What you see of value in each text that will help you as a future teacher to integrate literacy
learning across multiple lessons and activities in the classroom:
This book can be integrated into various different lessons. Not only as a source of literature and
growth in fluency, but also as a connection to social studies and unit on diversity and culture.
It would be good to read during a civil rights/ desegregation unit, helping to give students a
better understanding and visual on our nations history.

Reference Information:

Can You Greet the Whole Wide World?

Author: Lezlie Evans

Illustrator: Denis Roche
Theme: Through reading this book, children will learn common greetings from twelve different
languages.
Publication Date: 2006
Publisher: Houghton Mifflin
APA citation: Evans, L., & Roche, D. (2006). Can You Greet the Whole Wide World?: 12
Common Phrases in 12 Different Languages. Boston: Houghton Mifflin.

Production History
Authors Background: Lezlie Evans was born in 1962 in Logan, Utah. Her mother stayed at home to
take care of the family and her dad worked for IBM. As a child, Lezlie was a reluctant reader and
struggled with writing. She was placed in a remedial reading class in the 8th grade. In 6th grade,
Lezlies teacher assigned the class to write a mini childrens book. This book took Lezile several
hours to create. She struggled and eventually just turned in the work she had completed. To this day,
Lezile still has this book to remind her that talents take time to develop. Lezlie never pictured herself
as a writer and was interested in several types of jobs. Some of those jobs include: actress, dancer,
doctor, and a criminal investigator. Lezlie attended Brigham Young University and studied broadcast
journalism. She didnt realize that she wanted to write childrens books until after she had children of
her own. She took her children to the public library every week and discovered that she wanted to
write childrens books. Lezlie has written over nine childrens books and resides in Virginia.

Genre: Children's Picture Book

Grade Level: 2nd Grade
Whether it is original, adapted, or retold: Original

Summary Evaluation:
Should address the particular book (and illustrations if applicable) by helping other
educators who are considering using the books to get a sense of the plot, setting, time
period, organization, clarity, and effectiveness:

Through this book, children will follow a main character who talks to other characters at
home and school. There are 12 different languages that readers are introduced to in this
book. Those 12 languages include: Arabic, Chinese, French, German, Hebrew, Hindi, Italian,
Japanese, Portuguese, Russian, Spanish, and Zulu. Each page has a common greeting in English.
Then, below the English greeting, there are 12 translations of that greeting to represent the
different languages. There is also a pronunciation key beside each translation to help students
learn to speak the greeting out loud. The illustrations are also important because each character
is portrays their ethnicity.

Selection Justification:

Explain why you chose each text, as regards:

I chose this book because schools are more diverse than ever before. This book provides an
easy and a fun way for students to learn other languages. The book has a pronunciation key
to help students say the word correctly. Therefore, there may be students in a class that
speak a language that is represented in the book. The students will be able to learn the
greetings in their classmates first language and be able to communicate greetings in that
language.
How each text is related to the selected indicator (SOL):
Social Studies SOL 2.12b: The student will understand that the people of Virginia: have diverse
ethnic origins, customs, and traditions, make contributions to their communities, and are united as
Americans by common principles. This text applies to this standard because the book displays 12
different cultures and teaches students how to speak the languages associated with those cultures.

What you see of value in each text that will help you as a future teacher to integrate literacy
learning across multiple lessons and activities in the classroom:
This book will be a wonderful asset to the classroom because schools are more diverse than
ever before. Students will learn about greetings in different languages. This book can be
used for teaching about diversity or about the countries and languages portrayed in this
book. Teachers could have students focus on one language or multiple languages in order
for students to gain a better of understanding of a particular culture.

Evans, L. (n.d.). Lezlie Evans Book Author Services Inc. Retrieved April 06, 2017, from
http://lezlieevans.com/about.htm (website used to get bio info)

Reference Information
If the World Were A Village: A Book About The Worlds People
Author: David J. Smith
Illustrator: Shelagh Armstrong
Theme: The theme of this book is to present information on different aspects of people around
the world, such as nationalities, languages, ages, religions, food, resources, etc, in the terms
of one village.
Publication Date: 2002, Updated in 2003
Publisher: Kids Can Press Ltd.
APA Citation: Smith, D. J., & Armstrong, S. (2002). If the world were a village: a book about the
world's people. Toronto: Kids Can Press.
 Production History
Authors Background:
Smith was born in Boston, Massachusetts on April 24, but now lives in Vancouver, British
Columbia
Taught English, Geography, and Social Studies for over 25 years
Achieved national recognition for his method of teaching seventh graders to draw maps from
memory, receiving the US Department of Educations A+ for Breaking the Mold award in 1992
Has been working as a full time educational consultant since 1992
He lectures on informational technologies, geography and global issues for teachers, parents,
students and others through the US, Europe, Africa, Asia and Latin America
He has been recognized by NBC's Today Show, the LA Times and the Associated Press for the
success of his curriculum and has written articles for The New York Times Education Life
section, "The International Educator" and "The World Paper
Genre: Non-Fiction
Grade Level: 2-5
Whether it is original, adapted, or retold: My copy is original, but the information has been
updated since that time and a second edition was published in 2014

Summary Evaluation
This book takes aspects of many people from around the world and puts that information
in terms that fit a single, small village. For example, instead of giving the exact amount of people
currently in the world today, it says there are 100 people living in this village and then breaks up
those 100 people proportionally to fit the categories, such as saying 61 of the 100 people are
Asian because there are about 61% of people in the world today who are considered Asian.
These aspects include population sizes, nationalities, language, ages, religions, food, air and
water, schooling and literacy, money and possessions, electricity, the world in the past, the world
in the future, and then also includes a description of how best to present this information to
students and use this book within the classroom.

Selection Justification
Explain why you chose each text, as regards:
How each of the 10 texts specifically address the selected theme:
Our theme centers around teaching students about diversity and culture. Because
diversity and culture are both very broad topics and have many innerworkings, I chose this book
because it takes many of the aspects we consider to be included in these two topics and breaks
them down into terms young students are more able to understand and relate to. This book talks
about many parts of the world and the people living in these parts, bringing in new ideas from
perspectives students may not have had access to prior to reading this book. This book also,
although covering only surface material, gives the teacher the potential information or
knowledge they need to dig deeper on any of the categories it discusses. A teacher could use
this book as a stepping stone to lead into more in depth discussions or activities with students
about our diverse world and its many cultures.
How each text is related to the selected indicator (SOL):
2.3 The student will identify and compare changes in community life over time in terms of
buildings, jobs, transportation, and population.
2.7 The student will describe natural resources (water, soil, wood, and coal), human resources
(people at work), and capital resources (machines, tools, and buildings).

What you see of value in each text that will help you as a future teacher to integrate literacy
learning across multiple lessons and activities in the classroom:
As mentioned previously, this book allows teachers to help students understand basics
of diversity and culture while providing the opportunity to branch out in any of its included
categories for a more in depth study of these two topics. While a teacher could certainly read
this book in its entirety to students to give them basic knowledge, teachers could also benefit
from focusing on one page at a time and creating lessons based off of each page. Only giving
students the information provided on page 1 about the worlds population, for example, and
creating an activity or lesson to help students understand the numbers and terms it provides
could be a great way to better prepare the students to move onto a page two activity that goes
over how the population is broken down into different nationalities. This book could easily be
made into a curriculum unit with each page acting as the foundation of information needed to
move on to the next page, and each page could be its own activity or lesson for the day, maybe
even expanding to allow multiple lessons and activities per page for students full understanding.
This book could also assist teachers in adding other subject matter to their activities, such as
bringing in math when working with the numbers the book provides.